Computer-aided instructional materials in english : [manuscript] learning tools for junior high school students / Rose Anne B. Cañeda

Thesis (MALED) - BPSU, 2020.

The Department of Education (DepEd) ensures that no student is left behind. Thus, inclusive learning is one of the thrusts of the K to 12 Basic Education Curriculum. This thrust ensures that all learners are given the equal chance to grow at their own pace through varied learning activities. Differentiated instructions and contextualization allow teachers to provide individual learners the ability to concretize their learning. Accordingly, this paper is a development of computer-aided instructional materials following the ADDIE Model in instructional material development which stands for analysis, design, development, implementation and evaluation. The CIMs were designed to address the least learned competencies of the Grade 7 Public Junior High School Students of the Schools Division of Olongapo City. From the least learned competencies, the researcher designed and developed computer-aided instructional materials focusing on identified competencies. Based from the result, among the (8) competencies in Junior High School Grade 7 English namely Reading Comprehension, Listening Comprehension, Viewing Comprehension, Vocabulary Development, Literature, Writing and Composition, Oral Language and Fluency and Grammar Awareness, the following are the top three (3) least learned competencies with their corresponding topics: (1) Grammar Awareness, observing the correct subject-verb agreement, (2) Literature, explaining the literary devices used, and (3) Vocabulary Development, selecting the appropriate colloquial or idiomatic word or expression as substitute for another word. Moreover, the researcher developed and designed two (2) computer-aided instructional materials using the ADDIE Instructional Model Design. The topics are based from the least-learned competencies accumulated during the pre-test. In relation to this, the designed computer-aided instructional materials were validated by five (5) experts, head teachers, LRMDS head and master teacher of English and evaluated by (74) Junior High School English teachers. After several revisions and development, the use of descriptive-evaluative method of research was conducted by using a survey questionnaire so that the teacher-respondents were able to evaluate the computer-aided instructional materials in terms of objectives, content, format, usability and language as they implement it in the classroom. The researcher used validated questionnaire by the Division English Coordinator and Education Program Specialist in English of the Schools Division Office of Olongapo City. Finally, a paired-samples t-test was conducted to compare if there has been a significant improvement in the performance of the Grade 7 learners in the least learned competencies in English after using the Computer-aided Instructional Materials in English. The mean ratings and standard deviation results from the pre-test (M=30.60, SD=8.348) and the post-test (M=38.82, SD=7.503) indicate that there is an improvement in the performance of the Grade 7 learners. The paired samples t-test result of -16.298 with alpha significance value of .000 means there is a significant difference. These results suggest that there has been a significant improvement in the performance of the Grade 7 learners in the least learned competencies as a result of the development of the CIMs.